Abstract
The purpose of this qualitative multiple case study was to explore school social workers’ perception of preparedness in facilitating interventions using the multi-tiered system of supports (MTSS) framework in California public transitional kindergarten (TK) through 12th-grade schools. This study used a multiple case study research design. The researcher employed a purposeful sampling strategy to select school social workers who employ tiered interventions using MTSS framework. Data were collected during one-on-one, semistructured interviews with seven school social workers representing the seven California School Social Work Association regions in California. Analysis of the data revealed four themes regarding school social workers’ perception of preparedness: (a) school social workers exposed to MTSS but not fully prepared, (b) MTSS is a complex framework, (c) educational programs (i.e., Master of Social Work [MSW]) are lacking education on essential components of the MTSS framework, and (d) place of employment demonstrates need for ongoing training. MTSS is a complex framework, and school social workers who navigate within the system would benefit from further preparation and professional development. Participants described different tiered interventions they facilitated to provide an equitable learning environment at their school site and/or district. Although participants shared their ease in facilitating tiered interventions, using the MTSS framework with fidelity presented challenges. School social workers should be educated and trained to facilitate tiered interventions using the MTSS framework to include a universal screener, problem-solving interventions, and progress monitoring tools and begin with school social workers’ MSW programs, specifically their school social work courses to include the education of the MTSS framework in its entirety. District leaders should be knowledgeable of the resources, as well as professional development, needed to facilitate tiered interventions using the MTSS framework. Recommendations include conducting studies of larger sample sizes and expansion to include school social workers who practice in different regions of the United States. In addition, future research should include triangulation of data to include a review of the school social work course syllabi and related constructs, such as school social workers’ resiliency and growth in the field of education, despite lack of educational opportunities.